Introduction: The early prediction of reading and spelling Wolfgang Schneider EditorialNotes Pages: 199 - 203
From oral to written language: a developmental and interventional perspective Bente E. Hagtvet OriginalPaper Pages: 205 - 220
Conceptualization of the writing system and knowing how to use a children’s book at preschool age as predictors of reading and writing acquisition in the first year of primary school: A comparative study between France and Germany Eva Louvet-SchmaussYves Prêteur OriginalPaper Pages: 221 - 234
The connection between phonological, syntactic and semantic skills and children’s reading and spelling Lúcia Lins Browne RegoPeter Elwood Bryant OriginalPaper Pages: 235 - 246
Learning to read: Evidence on the distinction between decoding and comprehension skills Francesca PazzagliaCesare CornoldiPatrizio Emanuele Tressoldi OriginalPaper Pages: 247 - 258
Phonological working memory: A critical building block for reading development and vocabulary acquisition? Susan E. GathercoleAlan D. Baddeley OriginalPaper Pages: 259 - 272
The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC) Wolfgang SchneiderJan Carol Näslund OriginalPaper Pages: 273 - 287
The importance of being literate: Reading development in primary school and its consequences for the school career in secondary education Theo Boland OriginalPaper Pages: 289 - 305
Do German-speaking children have a chance to overcome reading and spelling difficulties? A longitudinal survey from the second until the eighth grade Christian KlicperaAlfred Schabmann OriginalPaper Pages: 307 - 323
Longitudinal correlates and outcomes of initial reading progress for a sample of Belfast boys Jean Whyte OriginalPaper Pages: 325 - 340
